Factors Limiting Learners' Participation in Massive Open Online Courses in Developing Countries

Massive open Online Courses (MOOCs) are expanding dramatically in the world of higher education in recent years. These courses create sense of cooperation and internationalization among participants. Participants are equipped with technological and conceptual skills to express and share their ideas among themselves. Main purpose of the study was to assess learners’ perception about MOOCs and to determine factors which limit participation rate in MOOCs in developing countries. It was a descriptive study and survey approach was considered appropriate for the collection of data. A sample of 300 students of B.Ed Education, M.Phil (Education) and PhD (Education), having experience of MOOCs, was taken randomly. Data were collected via a questionnaire. The study revealed that learners believed MOOCs were helpful in creativity, self learning and updating knowledge. Lack of infrastructure and broadband access were main problems in limiting participation in MOOCs in developing countries especially in rural and far-flung areas. Lack of skills to use information and communication technologies and language were also barriers in up taking MOOCs. Lack of peer support also affected learners’ participation rate in these courses. However, in a time when higher education is being criticized for low productivity, increasing costs, and inefficient use of technology (Levine, 2013),MOOCs provide viable alternatives of high productivity, low cost (or free), and utilization of leading edge technology.